Resumo

FREITAS, Alexia de Souza; GROSSI, Gabriely Loze  e  MELO, Emerson Costa de. Inclusive education and ethnic-racial relations: an afro-centred intersectional analysis. Educ. Puc. [online]. 2022, vol.27, e225428. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v27e2022a5428.

The Brazilian population has roots and plural ethnic-racial identities, which makes it complex and challenging the achievement of principles of racial equality and equity. Although “the good of all, without prejudices of origin, race, sex, color, age and any other forms of discrimination” are guaranteed by the Constitution of the Federative Republic of Brazil of 1988, when analyzing the cultural, social and economic profile of black people more precisely those with Special Educational Needs, it is observed that the phenomenon of inclusion needs to circumvent pejorative stereotypes that describe them from marginal references that make them socially invisible. It is in this perspective that we propose, in this article, to systematize the guarantee of rights provided for by Law nº 13.146/2015 – Brazilian Law of Inclusion of Persons with Disabilities – from an Afrocentric critique exploring the need for a intentional intersectional approach, having the Racial Equality Statute, promulgated by Law nº 12.288/2010, as the core device of intersection. It is a reflection, still in the state of the art, which enabled us to identify and highlight the (mis)paths of the process of inclusion of black people with special educational needs in school/society.

Palavras-chave : Afrocentricity; Racial equality statute; Inclusion.

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